Biography Subjects: Historical Paper Topics for Students
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Platinum Programme for Hypnotherapy Manual
Adam Eason School of Therapeutic Hypnosis Platinum Programme for Hypnotherapy Manual www.adam-eason.com Hello and welcome to this manual. Let me welcome you to this manual — this manual gives you all the handouts that are used in class for you to refer to. It also gives you scripts for group hypnosis sessions and exercises done in class on the videos that you do not get to witness in the video footage. Divided into each module, this manual is also going to give you some essential further reading and some exercises to further your skills. That is your introduction and warm welcome over with. Let’s roll our sleeves up and crack on, shall we? Contents Module One �����������������������������������������������������������������������������������������������������������������������������������������������������������������p3 Module Two ��������������������������������������������������������������������������������������������������������������������������������������������������������������p19 Module Three ������������������������������������������������������������������������������������������������������������������������������������������������������������p37 Module Four ��������������������������������������������������������������������������������������������������������������������������������������������������������������p39 Module Five ��������������������������������������������������������������������������������������������������������������������������������������������������������������p43 Module Six �����������������������������������������������������������������������������������������������������������������������������������������������������������������p52 -
Healthy Personality
HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 6 CONTINUING EDUCATION HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Continuing Psychology Education is approved to Neil Eddington, Ph.D. provide continuing education by the following: Richard Shuman, LMFT Texas State Board of Social Worker Examiners (Provider # CS3329) - 5 hours for this course; Texas State Board of Examiners of Professional Counselors (LPC Provider # 2013) - 6 hours for this course; Texas State Board of Examiners of Marriage and Family Therapists - 6 hours for this course; this course meets the qualifications for 6 hours of continuing education for Psychologists, LSSPs, LPAs, and Provisionally Licensed Psychologists as required by the Texas State Board of Examiners of Psychologists. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. -
Donor-Advised Fund
WELCOME. The New York Community Trust brings together individuals, families, foundations, and businesses to support nonprofits that make a difference. Whether we’re celebrating our commitment to LGBTQ New Yorkers—as this cover does—or working to find promising solutions to complex problems, we are a critical part of our community’s philanthropic response. 2018 ANNUAL REPORT 1 A WORD FROM OUR DONORS Why The Trust? In 2018, we asked our donors, why us? Here’s what they said. SIMPLICITY & FAMILY, FRIENDS FLEXIBILITY & COMMUNITY ______________________ ______________________ I value my ability to I chose The Trust use appreciated equities because I wanted to ‘to‘ fund gifts to many ‘support‘ my community— different charities.” New York City. My ______________________ parents set an example of supporting charity My accountant and teaching me to save, suggested The Trust which led me to having ‘because‘ of its excellent appreciated stock, which tools for administering I used to start my donor- donations. Although advised fund.” my interest was ______________________ driven by practical considerations, The need to fulfill the I eventually realized what charitable goals of a dear an important role it plays ‘friend‘ at the end of his life in the City.” sent me to The Trust. It was a great decision.” ______________________ ______________________ The Trust simplified our charitable giving.” Philanthropy is a ‘‘ family tradition and ______________________ ‘priority.‘ My parents communicated to us the A donor-advised fund imperative, reward, and at The Trust was the pleasure in it.” ‘ideal‘ solution for me and my family.” ______________________ I wanted to give back, so I opened a ‘fund‘ in memory of my grandmother and great-grandmother.” 2 NYCOMMUNITYTRUST. -
An Analysis of Total Personality As Advocated by Holistic Theorists and Its Effect Upon Healthy Personality
DOCUMENT RESUME ED 039 610 24 CG 005 481 AUTHOR Frick, Willard B. TITLE An Analysis of Total Personality as Advocated by Holistic Theorists and Its Effect upon Healthy Personality. Final Report. INSTITUTION Albion Coll., Mich. SPONS AGENCY Office of Education (DHEW) , Washington, D.C. Rureau of Research. BUREAU NO BR-8-E-076 PUB DATE 30 Apr 70 GRANT OrG-5-9-325076-0004 NOTE 57p. EDRS PRICE FDRS Price MF-$0.25 HC-$2.0F DESCRIPTORS Behavior Theories, Concept Formation, *Developmental Psychology, Individual Characteristics, *Individual Psychology, Personal Growth, *Personality, *Personality Theories, *Psychology ABSTRACT This conceptual work is concerned with the development of a holistic theory of personality. The following were selected for their strong orientation in this direction: Gordon Allport, Andras Angyal, Kurt Goldstein, Prescott Lecky, Abraham Maslow, Bardner Murphy, and Carl Rogers. The four themes which emerged from an analysis of their writings are concerned with organization, motivation, process and potentiality. With three minor exceptions, the seven holistic theorists were virtually identical in their basic principles and thematic concerns. The four themes form a supportive structure for the development of a holistic theory of healthy personality and are offered as evidence that the selected theorists represent a shared orientation toward the development of the human personality. An analysis and subsequent synthesis of the seven individual theories is presented. Implications for the theory and practice of psychotherapy and education are cffered.(Author/CJ) 1-"Anal Report Project No, 8.-E -076 Grant No, OEG-5-9-325076-0004 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. -
A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R
1 A Century of Social Psychology: Individuals, Ideas, and Investigations GEORGE R. GOETHALS ^ f INTRODUCTION This chapter tells an exciting story of intellectual discovery. At the start of the twentieth century, social psy- chology began addressing age-old philosophical questions using scientific methods. What was the nature of human nature, and did the human condition make it possible for people to work together for good rather than for evil? Social pschology first addressed these questions by looking at the overall impact of groups on individuals and then began to explore more refined questions about social influence and social perception. How do we understand persuasion, stereotypes and prejudice, differences between men and women, and how culture affects thoughts and behavior? In 1954, in his classic chapter on the historical govem themselves. In The Republic, Plato argued that background of modem social psychology, Gordon men organize themselves and form governments Allport nominated Auguste Comte as the founder because they cannot achieve all their goals as of social psychology as a science. He noted that individuals. They are interdependent. Some kind of Comte, the French philosopher and founder of social organization is required. Various forms emerge, positivism, had previously, in 1839, identified depending on the situation, including aristocracy, sociology as a separate discipline. In fact, sociology oligarchy, democracy, and tyranny. Plato clearly did not really exist, but Comte saw it coming. favored aristocracy, where the wise and just govern, Allport notes that 'one might say that Comte and allow individuals to develop their full potential. christened sociology many years before it was Whatever the form, social organization and govem- born' (Allport, 1968: 6). -
Posible Fundamentación Biológica De Las Principales Diferencias Según El Sexo Juan Fernández
Posible fundamentación biológica de las principales diferencias según el sexo Juan Fernández «No hay quizá campo que aspire a ser científico donde los sesgos personales hayan sido más flagrantes, la lógica haya sido más martirizada al servicio y apoyo de prejuicios y donde afirmaciones infundadas e incluso tonterías y boberías sentimentales hayan cometido tantos excesos como sobre este tema.» HELEN THOMPSON WOOLLEY 1. LA EVOLUCION HISTORICA DEL PROBLEMA La variable «sexo» ha tenido y sigue teniendo una importancia capital den- tro de la realidad social a juzgar por los estudios sociológico-antropológicos (Mead, 1935; MurClock, 1937; Durkheim, 1947; Parsons y Bales, 1955), desde prácticamente el comienzo de la humanidad. La especialización de tareas o segregación de actividades de acuerdo con el rol sexual aparecen como cons- tantes a lo largo de la historia determinando en buena medida las estructuras sociales, independientemente de que se verifiquen o no los estudios actuales sobre la existencia de principios o modelos universales de segregación de ac- tividades económicas según el sexo (Aronoff y Grano, 1975) y también, in- dependientemente de la valoración que se quiera dar a estos principios en la construcción del edificio social actual (Yorburg, 1974; Rosaldo y Lamphere, 1974; Rosenblatt y Cunningham, 1976; Quinn, 1977; Kelly, 1981). Dentro de este contexto, la especulación en torno a las diferencias entre los sexos parece haber sido tema frecuente tanto por parte de filósofos, poe- tas, literatos y hombres de ciencia en general como por parte del hombre de la calle en todas las épocas de la historia (Ellis, 1904; Terman y Miles, 1963; Rocheblave-Spenlé, 1964; Bakan, 1966). -
Suggestion and Autosuggestion
SUGGESTION AND AUTOSUGGESTION A Psychological and Pedagogical Study Based upon the Investigations Made by the New Nancy School By - CHARLES BAUDOUIN Professor at the Jean Jacques Rousseau Institute and Occasional Professor at the University of Geneva Author of "Culture de la Force Morale," "Symbolisme ct Psychoanalyse," etc., etc. Translated from the French by EDEN and CEDAR PAUL NEW YORK DODD, MEAD AND COMPANY 1921 Copyright, 1921 By DODD, MEAD AND COMPANY, Imo. Dedicated with grateful acknowledgments to EMILE COUE the steadfast Worker and Pioneer TRANSLATORS' PREFACE The dissociation of hypnotism, from mysticism and super stition was efficiently begun by two investigators, Alex andre Bertrand and James Braid. Bertrand (Traite du somnambtdisme, Paris, 1823 ; Du magnetisme animal en France, Paris, 1826) insisted especially upon the psychological determinants of the phenomena in ques tion. He maintained that what we now call the hypnotic state was brought about through the influence of the imagination of the patients acting upon themselves. Herein we have the germ of Cone's theory of autosug gestion as expounded in the following pages. Braid, on the other hand (various writings, from 1841 to his death in 1860), inclined at the outset rather to the physi ological explanation of what he was the first to term "hypnotism." It is interesting to note that Braid was a pioneer in the therapeutic use of reflective autosugges tion. He describes his own sufferings, in September, 1844, from a severe attack of muscular rheumatism, which had made it impossible for him to sleep for three successive nights. He then hypnotized himself in the presence of two friends. -
Dorothea Dix, Superintendent of Nurses: When an Activist Becomes an Administrator
Volume 2, Issue No. 1. Dorothea Dix, Superintendent of Nurses: When an Activist Becomes an Administrator Emily Galik Tulane University, New Orleans, Louisiana, USA ÒÏ Abstract: Although the public praised Dorothea Dix’s work as a progressive reformer before the American Civil War, her leadership as the Union Army’s Superintendent of Nurses was privately criticized. Halfway through the conflict Dix effectively fell from prominence, and other Union nurses rose as leaders in the national spotlight. This paper explores why Dix was unsuccessful in this new position, despite her previous professional success, citing her maternalist beliefs about gender propriety, her failure to work effectively with fellow administrative men, and her conflict with her subordinate nurses. By examining Dix’s story, one can see how a woman could spend decades perfecting her navigation of the patriarchal political and social scenes of the mid nineteenth century, and how these curated leadership strategies hindered her success in a new environment. The modern workforce is not the only place where leading women can fail to thrive in a new setting, and hopefully modern women can recognize the timeless warnings posed by Dix’s years as superintendent: years of experience can blind one to the benefits of and need to adapt to a new environment, and new colleagues may take your qualifications gathered in other fields with a grain of salt. Introduction In 1861, US Secretary of War Simon Cameron appointed Dorothea Dix as Superintendent of Nurses for the Union Army despite her lack of experience as a nurse or healthcare administrator (Gollaher 1995). Dix’s reform work followed the Jacksonian Era, which promoted jail and prison as effective institutions of punishment. -
Outstanding Women of Color Awards
UW–MADISON’S 13TH ANNUAL Outstanding Women of Color Awards SHENIKQUA BOUGES, M.D. MARY MUSE, R.N., M.S.N. JESSICA PEREZ-CHAVEZ LESLIE PETTY, ED.D. SAMI SCHALK, PH.D. MONICA WHITE, PH.D. WEDNESDAY, MARCH 3, 2021 HOSTED BY THE OFFICE OF THE VICE PROVOST AND CHIEF DIVERSITY OFFICER1 WEDNESDAY, MARCH 3, 2021 Mary Muse, R.N., M.S.N. Program State Director of Nursing, Wisconsin Department of Corrections, Certified Correctional Health Profes- sional (CCHP)-RN, CCHP-Advanced Introduced by Barbara Bowers Jessica Perez-Chavez Doctoral Candidate, Counseling Psychology, School of Education A Salute to Outstanding Introduced by Stephanie Budge CONGRATULATORYWomen of REMARKS Color Leslie Petty, Ed.D. The Honorable Mandela Barnes, Wisconsin Assistant Dean of Evening, Executive, & Professional Lieutenant Governor MBA Programs, Wisconsin School of Business Introduced by Enno Siemsen and Jean Sink WELCOME Sami Schalk, Ph.D. Cheryl B. Gittens, Interim Deputy Vice Chancellor Associate Professor, Department of Gender & for Diversity & Inclusion, Chief Diversity Officer Women’s Studies, College of Letters and Sciences Introduced by Janet Hyde REMARKS UW–Madison Chancellor Rebecca Blank Monica White, Ph.D. Associate Professor, Nelson Institute for Environmen- ABOUT THE AWARD tal Studies, Community and Environmental Sociology, College of Agriculture and Life Sciences Laura Minero-Meza, 2019–2020 OWoC Cohort Introduced by Michael Bell PRESENTATION OF THE 2020–2021 COHORT OF HONOREES CLOSING REMARKS Cheryl B. Gittens, Interim Deputy Vice Chancellor Shenikqua Bouges, M.D. for Diversity & Inclusion, Chief Diversity Officer Advanced Geriatric Fellow, School of Medicine and Public Health/Division of Geriatrics and Gerontology Introduced by Taryn James 2 Outstanding Women of Color Awards 3 research. -
Walt Whitman Quarterly Review
Walt Whitman Quarterly Review http://ir.uiowa.edu/wwqr Civil War Nursing Narratives: Whitman’s Memoranda During the War and Eroticism Daneen Wardrop Volume 23, Number 1 (Summer 2005) pps. 26-47 SPECIAL DOUBLE ISSUE: Memoranda During the War Stable URL: http://ir.uiowa.edu/wwqr/vol23/iss1/3 ISSN 0737-0679 Copyright c 2005 by The University of Iowa. Civil War Nursing Narratives: Whitman’s Memoranda During the War and Eroticism Daneen Wardrop Abstract Demonstrates how Whitman’s Memoranda “shares with the nursing narratives that preceded his work some important aspects of style and tone,” and offers a ”cultural assessment” of Whit- man’s book ”within the context of those previous memoirs, utilizing themes of democracy, the typical American, motherhood, and . the eroticism that forms between nurse and patient”; the extended comparisons are focused on Louisa May Alcott’s Hospital Sketches, Georgeanna Woolsesy’s Three Weeks at Gettysburg, and Sarah Emma Edmonds’s Nurse and Spy in the Union Army. CIVIL WAR NURSING NARRATIVES, WHITMAN'S MEMORANDA DURING THE WAR, AND EROTICISM DANEEN WARDROP "All flesh is grass."-Peter I, 1:24. Bodies of soldiers "had gone down as Grass falls below the scythe." - Civil War veteran "[At Gettysburg] every grass-blade seemed to have been stained with blood." -Sophronia Bucklin 1 WHITMAN's MEMORANDA DURING THE WAR has recently begun to be con sidered within the historical framework of the many Civil War nursing narratives that proliferated during and after the war. While Whitman's Memoranda is not solely a nursing narrative-for it offers depictions of other aspects of the war-and while he served during the war as a nurse "in my own style"2 as much as an official appointee of the Christian Commission, his memoir shares with the nursing narratives that pre ceded his work some important aspects of style and tone. -
Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory)
Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) What is the Theory? Maslow’s hierarchy of needs is a theory in psychology proposed by the American psychologist Abraham Maslow in his 1943 paper “A Theory of Human Motivation”. Maslow developed a theory that suggests we are motivated to satisfy five basic needs. These needs are arranged in a hierarchy. Maslow suggests that we seek first to satisfy the lowest level of needs. Once this is done, we seek to satisfy each higher level of need until we have satisfied all five needs. While modern research shows some shortcomings with this theory, Maslow’s Hierarchy of Needs Theory remains an important and simple motivation tool for managers to understand and apply. The Hierarchy of Needs is as follows: 1. Physiological Needs (basic issues of survival such as salary, stable employment, able to eat/drink/sleep well) 2. Security Needs (stable physical and emotional environment issues such as benefits, pension, safe work environment, and fair work practices; job security) 3. “Belongingness” Needs (social acceptance issues such as friendship or cooperation on the job; feeling part of a group/team) 4. Esteem Needs (positive self-image and respect and recognition issues such as job titles, nice work spaces, and prestigious job assignments; being recognised for achievements/improvements) 5. Self-Actualization Needs (achievement issues such as workplace autonomy, challenging work, and subject matter expert status on the job, the need for personal growth and development) Extracts taken from https://managementisajourney.com/motivation-applying-maslows-hierarchy-of-needs-theory/ 1 Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) How to Apply this Theory to the Workplace 1. -
The Hiring of James Mark Baldwin and James Gibson Hume at Toronto in 1889
History of Psychology Copyright 2004 by the Educational Publishing Foundation 2004, Vol. 7, No. 2, 130–153 1093-4510/04/$12.00 DOI: 10.1037/1093-4510.7.2.130 THE HIRING OF JAMES MARK BALDWIN AND JAMES GIBSON HUME AT THE UNIVERSITY OF TORONTO IN 1889 Christopher D. Green York University In 1889, George Paxton Young, the University of Toronto’s philosophy professor, passed away suddenly while in the midst of a public debate over the merits of hiring Canadians in preference to American and British applicants for faculty positions. As a result, the process of replacing Young turned into a continuation of that argument, becoming quite vociferous and involving the popular press and the Ontario gov- ernment. This article examines the intellectual, political, and personal dynamics at work in the battle over Young’s replacement and its eventual resolution. The outcome would have an impact on both the Canadian intellectual scene and the development of experimental psychology in North America. In 1889 the University of Toronto was looking to hire a new professor of philosophy. The normally straightforward process of making a university appoint- ment, however, rapidly descended into an unseemly public battle involving not just university administrators, but also the highest levels of the Ontario govern- ment, the popular press, and the population of the city at large. The debate was not pitched solely, or even primarily, at the level of intellectual issues, but became intertwined with contentious popular questions of nationalism, religion, and the proper place of science in public education. The impact of the choice ultimately made would reverberate not only through the university and through Canada’s broader educational establishment for decades to come but, because it involved James Mark Baldwin—a man in the process of becoming one of the most prominent figures in the study of the mind—it also rippled through the nascent discipline of experimental psychology, just then gathering steam in the United States of America.